Oroonoko And Narrator Role Essays - Novellas, Oroonoko, Behn

Oroonoko And Narrator Role In Oroonoko, Behn establishes her authority within the opening lines and consistently reminds her audience of her position as narrator by mentioning her personal role in the story. In the second paragraph, Behn establishes this authority by saying, "I was myself an eyewitness to a great part of what you will find here set down, and what I could not be witness of, I received from the mouth of the chief actor in this history, the hero himself who gave us the whole transactions of his youth...(1867) In this passage, Behn uses first person and testifies that she was indeed a personal acquaintance of Oroonoko. She also says that Oroonoko gave her his life history from his own mouth. The rest of Oroonoko, Behn was herself, "an eyewitness". This also means that the author and the narrator are one single entity. Behn acknowledges that it is she who writes this story, through her own narration. In other words, the narrator is not a character of the story, but the authoritative author. Throughout the first half of the story, Behn maintains an aura of authority through various devices. She speaks to her readers almost as if in an informal conversation, using contractions such as "'em". Behn also frequently uses asides such as in the following, "There is a certain ceremony in these cases to be observed, which I forgot to ask him how performed; but 'twas concluded on both sides that, in obedience to him..." (1872) In this Behn draws her readers into an intimate account of a personal story. To strengthen her position, Behn's account is wrought with detail. One would assume that the readers of her time would be quite unfamiliar with her subject matter, so she seeks to enlighten with descriptions of detail. For example, Behn describes Oroonoko, "[h]e was pretty tall, but of a shape the most exact that can be fancied. The most famous statuary could not form the figure.... His face was not of that brown, rusty black which most of that nation are, but a perfect ebony or polished jet. His eyes were the most awful that could be seen, and very piercing, the white of'em being like snow, as were his teeth. His nose was rising and Roman, instead of African and flat; his mouth the finest shaped that could be seen..."(1871) Without this detail that Behn paints, her readers could not have such a clear picture, but because she was there, she has taken it upon herself to provide her audience with a clear image. Behn also made a statement about Christianity by comparing Oroonoko's morality with that of the Christian men. "For the captain had protested to him upon the word of a Christian, and sworn in the name of a great God, which he should violate, he would expect eternal torment in the world to come." Behn then includes Oroonoko's retort, "Let him know I swear by my honor; which to violate, would not only render me contemptible and despised by all brave and honest men..." (1886) Through Behn's depiction of the two men, the captain and Oroonoko, she expresses the contrasting moral values, thus making a strong point about her own culture. As the author and narrator, she exercises her authority to do so, making simultaneously, a point about her position of authority. Had she not been able to represent, in herself, a position of authority, she would not have taken such a stance. Finally, in the closing lines of her story, Behn acknowledges that she, "by the reputation of her pen" has the authority to convey such a story. In those innocent six words, Behn not only acknowledges her authority of Oroonoko's story, but her own greatness as author as well.

Free Essays on Storming Heaven

Industrialization brought about many changes to the people of Eastern Kentucky and West Virginia. The work place changed dramatically. Before factories and big offices there were things such as farms, people working in barns, merchants, and artisans. People were beginning to work outside the home and an agricultural society had a lot more value than working at home did. Most of the factories were built in the cities and this brought a lot of immigrants to the United States. Not only were immigrants involved but women as well. In the late nineteenth and early twentieth centuries almost all of the land of West Virginia was taken over by coal companies. If people didn’t sell their land they were forced to without knowing what consequences laid in front of them. The coal companies had control of almost every aspect of life. In the novel Storming Heaven the lives of many individuals are drastically changed. You really get a sense of what it was like to actually live the lives that these people did. The novel starts out in Justice and Payne counties which are under the rule of Sheriff Don Chafin. He is working with the coal mines and prohibits the right to organize which keeps unions out of the countries. This is where the lives of these four characters unfold. C.J. Marcum is the first character that is introduced. He sees the evil schemes of the coal companies in their efforts to take the land. â€Å"I was proud of it. My papaw, Henry Marcum, had refused the sign the paper giving the minerals to the railroad. Still he was scared.† (pg.4). You can feel the irony of how it felt for these people to stand up for what they believed in. You can also feel the terror of losing their land. The next character introduced is Rondal Lloyd. Rondal is a smart boy who enters the coal mining with his father at a young age. Rondal and C.J’s paths cross when they join together to go against the coal mining companies. â€Å"American Coal Company ow... Free Essays on Storming Heaven Free Essays on Storming Heaven Industrialization brought about many changes to the people of Eastern Kentucky and West Virginia. The work place changed dramatically. Before factories and big offices there were things such as farms, people working in barns, merchants, and artisans. People were beginning to work outside the home and an agricultural society had a lot more value than working at home did. Most of the factories were built in the cities and this brought a lot of immigrants to the United States. Not only were immigrants involved but women as well. In the late nineteenth and early twentieth centuries almost all of the land of West Virginia was taken over by coal companies. If people didn’t sell their land they were forced to without knowing what consequences laid in front of them. The coal companies had control of almost every aspect of life. In the novel Storming Heaven the lives of many individuals are drastically changed. You really get a sense of what it was like to actually live the lives that these people did. The novel starts out in Justice and Payne counties which are under the rule of Sheriff Don Chafin. He is working with the coal mines and prohibits the right to organize which keeps unions out of the countries. This is where the lives of these four characters unfold. C.J. Marcum is the first character that is introduced. He sees the evil schemes of the coal companies in their efforts to take the land. â€Å"I was proud of it. My papaw, Henry Marcum, had refused the sign the paper giving the minerals to the railroad. Still he was scared.† (pg.4). You can feel the irony of how it felt for these people to stand up for what they believed in. You can also feel the terror of losing their land. The next character introduced is Rondal Lloyd. Rondal is a smart boy who enters the coal mining with his father at a young age. Rondal and C.J’s paths cross when they join together to go against the coal mining companies. â€Å"American Coal Company ow...

Bonus 4 assignment Essay Example | Topics and Well Written Essays - 500 words

Bonus 4 assignment - Essay Example The study will focus on bars as the centers to pick the subjects. For the study, three bars have been identified. At the first bar, the researcher sits down, asks a provocative question so as to watch who are the possible subjects at the bar (Dryfoos, 1991). Question: Who hates high school life? After the question, at least a response will be raised and then the respondents will be questioned personally whether they dropped out of school. The choice of the three bars is also based on the information that high school dropouts frequent them. For the study, five subjects are needed from each bar. At the first bar, after questioning those who responded to the first question, it is likely to get a 2/4 school dropout number as the timing will be 11 am – 12 Noon, when non-working, non-school going, dropouts frequent the bar. After identifying the five subjects, they will be assured of their confidentiality, then the survey forms will be administered so the subjects will fill it out (Dryfoos, 1991). The questions will include: How much do you drink and smoke? What were the causes for starting to drink and when? Why did you drop out of school – were you suspended or expelled for drug use, and had you started drinking before dropping out? What effect did the company you kept after dropping out of school play? Did you have trouble during early years of school? Did you perform well at school, and did you have problems at home during your schooling time? (b). Purposive sampling: will involve the study of the entire groups at the three bars during our timing of study: 11 am -12 noon. From interviewing all the members at the bars during that time, the school dropouts will be identified and the information from them compiled. The questions to be asked during the interview include: Are you a high school dropout? If yes, the interview will continue, if NO, they

Full Day Kindergarten. It is effecitve Does it allow for higher Research Proposal

Full Day Kindergarten. It is effecitve Does it allow for higher academic acheivement in the elementary grades - Research Proposal Example Thus, the first five years of a person’s life are essential time for enormous growth. It is the stage when enormous cognitive, linguistic, emotional, social and psychomotor skills are being developed (Dwyer et al., 2000). A research on cognitive development underlines that a supportive context plays an important role in strengthening and supporting the process of learning in a specific domain. Certain techniques that serve as an alleyway into the developing brain allow researchers to see that stimulation from the environment alters the course of the very physiology of the brain that interconnects nature and nurture. An array of theoretical perspectives put forward that a significant characteristic of a supportive environment is a responsible and responsive adult. Parents, teachers, and caregivers are the ones who uphold development as they fashion learning experiences that make the most of and broaden the childs competence. These experiences should be challenging but, at the same time, within reach. To make this possible, these adults have to be sensitive to the individual and developmental characteristics of the child (Bowman et al., 1999). An excellent vehicle through which children build knowledge is through playing. Playing provides opportunities to discover new skills by means of dynamic exploration of hands-on materials needed by the children. However, safe and comfortable environments wherein they can put these newly acquired skills into practice and utilize them to further learn new knowledge (Pennsylvania Department of Education and Department of Welfare, 2007). The individual learning and development of a child is built around on a continuum that is based on previous knowledge and experiences. The unique learning style, ability and experiences are put together to uphold further progress along the continuum. The physical, social-emotional cognitive and other domains of learning should be developed alongside each other to create the

Nationalisation of banks in India Research Proposal

Nationalisation of banks in India - Research Proposal Example In order to regulate potentiality of banking institutions, many nations have nationalized the banks in their country. In India, this nationalization has made it possible to establish bank branches throughout the nation and expansion of banking services to several areas of development. Moreover, this nationalization of banks had been instrumental in mobilizing deposits from citizens. Consequently, there had been a significant growth in deposits and advances. As such, most of the banks have expanded their branches and mobilized deposits (Bisht, Mishra and Belwal). The present banking system in India did not develop overnight. It was the result of the expansion – reorganization process and the consolidation of resources. This process had developed gradually over a period of time. There were three important phases in the development of the extant banking system, namely, the pre – nationalization phase, the post – nationalization phase and the post – liberalization phase. All these phases include the development of the market through innovative measures and diversified expansion into financial services. The expansion process has not stopped with this. Increased Internet use had added a fourth dimension to the banking system. The Internet has completely changed the concepts and traditional look of the banking system. The traditional banking system has been transformed due to electronic cash deposits and withdrawals. The electronic delivery channels have provided far more choices to customers and large industries (Bisht , Mishra and Belwal). In the past, the banking system was solely devoted to its economic objectives. However, this perception changed, subsequent to the nationalization of banks. The nationalized banks have a social responsibility and they have to fulfill social objectives (Bisht, Mishra and Belwal). The nationalization of banks commenced in the year 1969. In the first phase,

Narco Analysis And Brain Mapping Tests

Narco Analysis And Brain Mapping Tests

Hard Drive Essay

Every industry has to guarantee complete privacy to its clients; everyone’s confidentiality must be protected at all cost. The passage of time makes no difference; regardless of how much time has passed the client still has authority over who is privy to their information. Apart from it being a mere ethical concern, protection of private records is now also a law. This is easy to do when the computers are being used and functioning a hundred percent, but what about when new computers replace the old? Computers aren’t simply sent off to the scrap heap and landfills anymore, instead of that, those computers are being recycled. Old computers are usually replaced because of higher performance demands, so in places such as banks, hospitals and other such organizations, the old computers are located to users with lesser performance demands. FNB Corp in Naples, with $7 billion-assets, does just that and John C. Klumpp, the operations and technology manager verifies it. â€Å"We take several approaches. Newer systems are generally being purchased in areas where newer technology is required to support new functionality and the older systems are moved to areas where there is no demand for new functionality.† (Jones, 2003) Computers are sometimes even given to employees and there are several advantages to giving older computers to employees. It could bring about a certain degree of commitment and loyalty and if documented carefully it could also be used as a tax benefit. Personal computer used at homes are generally sold off or donated to charity. â€Å"According to Gartner Dataquest, about 150 used hard drives were sold via secondary sales market last year. At the same time about 200 new hard drives were shipped. That means for every 10 new hard drives that enter the market, 7 used ones will be sold off. † A notable national organization that people should familiarize themselves with is the National Cristina Foundation). The charity’s motto is â€Å"Machines you can write off. People you can’t. † The Cristina group, started in 1985 by a computer expert and his daughter’s special education teacher, takes in outmoded personal computer technology, checks it out, and places it with training and educational organizations, without charge to donors or recipients. The organization’s website, www. cristina. org, has an extensive question and answer section that covers such issues as tax benefits for donors. Retired computers pose security risks. Computers used at home contain bank statements, utility bills and even pre-approved credit card requests, such vital information if fallen into the wrong hands could lead to identity theft, computers used in the medical industry can contain credit card numbers and medical history and computers used in the finance sector could contain sensitive information which if leaked could lead to a substantial amount of loss. If the information from these computers is simply deleted and even if the hard disk is formatted, there are still ways of retrieving privileged information. Many people believe that formatting completely deletes data from the hard disk, the reason for this range from the message that appears on the screen which states that all data from drive C will be lost to what the word format implies. The data isn’t really wiped off the hard disk; with the proper tools all the data can be recovered. The two certified ways in which information is truly removed from hard drives are disk wiping and actual physical destruction of the hard disk. If a disk has to be wiped clean then the information should first be deleted then the disk should be overwritten with â€Å"1†, then â€Å"0† and then â€Å"1†. This ensures that the software and data is truly unrecoverable. Programs which wipe the disk clean with this method are: Disk Wipe, Eraser, Sure Delete and Norton Ghost. Physical destruction of the disk is not only very costly but also very difficult. It is only necessary when and if the level of data confidentiality required is very high. I is not acceptable to drill holes in a hard drive to physically destroy it, a popular method of physical destruction is degaussing. All these processes require funding and while this could be a good idea for those with computers at home, it is not a very logical decision for large banks and firms. The hours, funds and staff required to do such jobs properly are more often than not, just not available. In such circumstances what is one to do? Many organizations turn to Hard Drive Sanitization Companies, such establishments not only destroy the hardware or software in the hardware completely but also issue a certificate of destruction. â€Å"One company that chose the Hard Drive Crusher was Goodwill Southern California (GSC), which operates 46 retail stores, 39 attended donation centers, three campuses and 18 workforce/training centers in the counties of Los Angeles. The organization was worried about liabilities associated with the information stored in thousands of PCs donated to the charity each month. Goodwill wanted an environmentally friendly solution that also guaranteed data destruction. † The key problem with such organizations is that they have to be extremely trust-worthy, or the purpose of destroying the drives is completely pointless. They have to come recommend by someone who themselves are very reliable and banks and such other organizations hesitate in handing over hard drives with very sensitive information to complete strangers. Retired computers not only pose security risks but are great environmental risk too. â€Å"California, Massachusetts, and Minnesota have already outlawed the disposal of computer waste in landfills; in 2003 alone, 23 states initiated legislation to address the mounting problem of computer waste.† (Meller, Ella, and Young) The nonprofit National Safety Council based in Itasca, Illinois, â€Å"estimates that 20. 6 million desktop computers became obsolete in 1998, and about a quarter were simply thrown away. These dumped electronics can pose environmental hazards†. (http://www. ehponline. org/docs/2000/108-9/forum. html) â€Å"The average CRT (the leaded glass picture tube inside the monitor or television) contains 5-8 pounds of lead. Although the updated regulations focus on CRTs, Massachusetts environmental officials expect people to recycle their entire computers. Recycling the complete unit will eliminate further potential environmental hazards since a computer’s circuit board may contain other metals besides lead, such as cadmium. † (Greene, 2000) Hard Drives been identified by the Environmental Protection Agency as hazardous waste as they contain this metal. â€Å"Some other states are also beginning to consider the problem of electronics dumping. In California, for example, residents of San Jose–the heart of Silicon Valley–are encouraged to dump their outdated hard drives into curbside recycling containers along with the usual plastic milk jugs and metal soup cans†. A proper disposal plan should be made to ensure that organizations don’t find themselves in violation of the RCRA. The main tow facts to be considered when disposing computer are what state laws are in place to deal with the proper disposal of computer equipment in accordance with the Environmental Protection Agency and what are the state laws with regard to the data privacy. (29 states have environmental laws and 20 states have data privacy laws). Organizations should realize that when they store computers to be later used, they are wasting time. Those computers will probably never be used again and in the mean time their market value will probably be diminished. So if they have selling the equipment in mind it should be done as soon as possible and if not the proper methods of recycling should be investigated. Eric Malmgren, the information systems officer for The Bank of Lancaster, ($261 million-assets) in Kilmarnock says, â€Å"The Information Systems Department has disposed of PCs from time to time. When I say â€Å"disposed of,† I mean we’ve just taken them out of circulation. We have not actually thrown them in a dumpster. They are stored at my location until I find a recycler to take them so they don’t wind up in a landfill. † (Jones, 2003) Some recyclers are very environment conscience, they pass the drives through shredders exposing it to very powerful permanent magnets, and then the particles are collected after each shredding. They are weighed and place in large plastic recycling containers, which are then sealed and transferred to metal refineries for smelting, base metal recovery and such.

Aphasiology: Disorders and clinical practice Essay

Acquired Aphasia Introduction Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper describes aphasia in details and also the challenges that are faced by the individuals who suffer from aphasia. The paper also describes about the executive functioning and what it entail including the relationship between productivity outcomes and executive functions. The paper also highlights the challenges that aphasia patients face in their day to day lives. For instance, how these individuals handle their daily tasks. The paper shows that these patients face a lot of challenges including discrimination since they are misunderstood by many people. Also this paper shows how these patients can undergo therapy treatment as a way of improving their language and also to be educated on how to cope and interact with other people who do not have aphasia. Finally the paper describes the implications of this therapy treatment on aphasia patients.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aphasia refers to comprehension impairment and language production which is usually led by damage in language constituent brain hemisphere. Aphasia is a family of disorders involving varying impairment degrees in four fundamental areas: Spoken language comprehension Spoken language expression Reading comprehension, and Written expression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual who have aphasia usually have comparatively nonlinguistic cognitive skills which is intact like executive and memory function skills even though these and other cognitive discrepancies may co-occur together with aphasia. Sensory deficits like visual and auditory agnosia and visual field deficits may also be present (Bhagal et al, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The result of aphasia is challenging to predict due to the wide symptoms variability. Aphasia result varies extensively from individual to individual depending on the brain insult severity and the lesion location. The indicator of the long- term recovery which is easily predictable is initial aphasia severity together with lesion size and site. Other factors which are usually considered concerning prognosis consist of the individual’s education level, gender, age among other comorbidities (Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasia). When scrutinized properly, however, these factors appear to be weak predictors of the degree of recovery. Assessment of aphasia is goal-oriented, organized appraisal of the variety of pragmatic, linguistic and cognitive components of language. Executive function refers to the abilities and skills which enables individuals to achieve activities which are goal-directed. Prior to a head injury or traumatic brain, these abilities can be adversely affected (Simmons et al, 2010). Executive Functioning and completing a task Completing a task involves some steps as follows: Planning: planning and/ or knowing the steps for a specific activity Initiation: initiating an activity Doing the task: Executing the plans and at the same time self regulating and self monitoring. Evaluating- checking the outcomes of your work. Changing and improving- checking ways of simplifying the task next time and keeping away from any errors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above executive functions are used for all types of everyday tasks like shopping, laundry and cooking. In order to complete a task an individual must initiate each step, put in order, follow through and as this continues adjusting and monitoring of actions should be done. Most individuals do these activities without planning or any thought. However, for a person who is suffering from a brain injury he or she may face a challenge while initiating the task in the initial place. Such individuals may not have a thought of going food shopping and doing the washing even if their fridge is empty or there is a pile of laundry which is dirty, these clear cues may not initiate the thought process which makes them start a plan of action (Dickey et al, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People with acquired aphasia may start an activity however not have thought it through therefore they make errors. A simple illustration would be going for shopping however forgets carrying a shopping list or wallet. Although this can also happen to any individual however it occurs more frequently if an individual have a brain injury. Individuals with acquired aphasia may not learn from past errors and they end up repeating similar mistakes over and over again while they try accomplishing a task (Mesulam, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual with aphasia usually lack insight into their own capabilities to execute tasks, even in a case where individuals make suggestions which are positive. Treatment and rehabilitation usually involves executing systems and strategies to assist individuals with executive functioning difficulties: Daily organizers and planners Home information centre which includes calendars, notice boards etc. Reserve time each day purposed for planning Use a Dictaphone and timers for reminders Using step by step checklists Executive functions and regulating thinking and behavior   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another purpose of executive functions is that they assist individuals to control their behavior to respond and act properly. Problems with self regulation can result to verbalizations and impulsive behavior and may happen in numerous ways: Uttering inappropriate statements or remarks Dominating the conversation Being rude Being unable to stay on topic Continuously talking about a particular subject   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With an aid of a duly qualified language and speech therapist some people with aphasia can be trained on picking up on a listener’s facial expressions or reactions thus realizing when they are making error in their communication. Recovery from aphasia may imply re-learning what facial expressions and social conventions signify, however it may imply just re-learning how to react appropriately to particular facial expression for instance, if a certain person say something and his or her communication partner seems to be shocked this may imply that the person have spoken a wrong thing (Hurkmans et al, 2012). Functional communication and executive function in aphasia   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Functional communication refers to the capability of receiving and conveying a message, in spite of the mode, to converse successfully and independently in a particular environment. Broca and wernicke perceived language to be different from cognition where they argued that patients who have aphasia are cognitively integral however they deficits in their language. On the other hand, recent studies shows that cognitive impairments like attention, working memory and sequencing are possessed by individuals who have aphasia. Outcomes illustrates that diminished executive function capability may be linked to declined functional communication capability in individuals with aphasia. The executive function usually depends in communication success (Cherney et al, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Davis et al (2004) functional communication and executive function ability are associated closely in individuals with aphasia. Language impairment may not correlate always with real like communication capability. Thus, executive function may be an ideal functional communication ability indicator (Davis, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a case where there is impairment of Executive function in aphasia patients, this may be due to the fact that functional communication capability is more impaired than what is indicated by severity of language impairments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relationship between executive functions and productivity outcomes following stroke, disability and rehabilitation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study shows the need of assessing executive functions thoroughly in order to direct cognitive rehabilitation interventions as a result of a stroke. This is different from carrying out a cognitive screening incorporating merely one or two elements of executive functions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Additionally, the findings show that more comprehensive evaluation of executive functions may be acceptable for younger people that have suffered from stroke. The evaluation will establish their ability to return to productive tasks which include tailor rehabilitation and employment to provide aid to needs consequently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Future research is suggested in order to study efficacy of approaches which evaluate the interactive and separate influence of fundamental executive functions and cognitive processes. In addition, methodical assessment of rehabilitation practices to help management of individuals of executive dysfunction in everyday’s life is recommended.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relations between semantic processing, short-term memory deficits and executive function   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Allen et al (2012) shows that semantic processing capabilities, semantic short-term memory deficits are highly related to general or specific executive function deficits. A research was conducted involving a total of 20 patients with STM deficits and aphasia were evaluated on basis of semantic processing, short -term retention and both simple and rigid executive function activities. The study found no evidence that semantic STM deficits result due to deficits in executive function (Brady et al, 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function tasks performance was found to relate with some semantic processing tasks performance proposed that a relational combination function may bring about performance on both sorts of tasks. Correlation between some executive function activities and phonological STM was realized where phonological rehearsal and storage play great role in executive function activities with verbal element (Engelter et al, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clinical repercussions for the elucidation of the executive function role in language-processing activities and the achievable contributions of executive function deficits and STM in treatment regimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function capabilities depend on fundamental cognitive resources. Relational integration- role in discourse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   EF role in treatment of language deficits depends on aspect of language which is being treated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Found no relation between performance and semantic STM on complex and simple executive function activities (Pedersenet al, 1995). Instead they realized that executive function tasks and phonological STM were related in activities that had a verbal element recommends that performance in several executive function activities depends on rehearsing or maintaining phonological codes. Although semantic STM was unrelated to executive function capability, semantic processing tasks performance was connected to the executive function (Moxley, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the completion assessment stage, a plan for treatment is obtained from the outcomes of the assessments. Clinician must assess the form of treatment approach they will utilize. It has been investigated that early intervention is more ideal compared to late intervention. The basic goal in aphasia treatment is to improve functional communication so as to participate in tasks of daily living. The main goal of the patient is to recuperate enough language to carry on with their life normally as possible (Faroqui-Shah et al, 2010). Treatment of executive function and language   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Impairment based Approach:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This approach uses cognitive processing to find out the processes and components which have been fractioned as a result of brain damage. The approach also uses normal cognitive processing models to come up with the processes and components, which are damaged. Treatment is determined on basis of these outcomes. The approach argues that brain has ability of reorganizing and that reorganization is shaped directly by the environment. There is a perception that language and executive function will return as a successful treatment product (Teasell et al, 2011). Consequence Approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also known as social, functional, psychological, life participation approach. This approach targets the outcomes of life participation impairment and creates treatment goals on basis of these impairments. A therapist who uses consequence approach should comprehend fully the limitations aphasia has on the life of an individual. The consequences approach influences values and principles which are separate it from impairment based approach (Hier et al, 1994).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is growing support for the notion that executive/attention function skills in people with aphasia are remediable. Moreover, there is a significant relationship between functional communication and executive/attention function in individuals with aphasia. The outcomes recommend that treatment of executive/attention function in aphasia may lead to measurable variations in these skills and in the conversation communication success. References Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. Brain and Language, 47 , 155-167. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaMoxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. National Aphasia Association (2011). www.aphasia.orgNational Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmNational Stroke Association. (2008). http://www.stroke.orgNational Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comManagement of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. The book reveals the significance of therapy. Intense therapy over a short time frame can improve outcomes of language and speech therapy for stroke patients suffering with aphasia. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. The book shows the evidence of appropriateness of SLT speech and language therapy to patients suffering from aphasia due to stroke in regard to improvement functional communication, expressive and receptive language. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. The book emphasizes the need of determining the intensity of treatment for any treatment program for aphasia. The intensity may vary depending on the specific stimuli, type of intervention and response needed by the patient. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. The book explains the impact of intensity and constraint-induced language treatment to patients with aphasia induced by stroke. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). The act outlines how people with disorders should not be discriminated against. The law prevents applicants and employees from discrimination in all terms, privileges and conditions of employment. Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. The book outlines the fundamental principles and approaches for assessment of six neurologically based disorders. Every disorder reveals different order of revealing signs of communicative behaviors. The book emphasizes the need of placing the needs according to hierarchy in order to prescribe the appropriate treatment. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. The book explains the factors that determine the incidents of stroke-induced aphasia. The book also highlights the clinical and demographic features for stroke patients with or without this disorder. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 The book explains the relationship between aphasia and first ischemic stroke. Cardioembolism and advanced age showed a positive relationship, where they have a great risk for this condition. Fluency and severity of aphasia were not influenced by demographic variable. Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. The book is about managing of stroke induced aphasia in a cultural diverse world. There is an increased likelihood of bilingual patients due to the cultural diversity. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. The book reveals the incidents of distinguishing of stroke-induced aphasia. The book explains how stroke patients are more susceptible to this disorder. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. The book is about the relationship between gender and stroke-induced aphasia. Aphasia incidence is high in females than in males especially to women with infarcts. Brain and Language, 47 , 155-167. The book explains the coordination between brain and language. The book reveals how organization of brain is vital for language. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. The book explains the significance of music therapy in rehabilitation of speech disorders. Music is a common treatment of apraxia and aphasia of speech. Music usually stimulate brain functions associated to speech. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. The book highlights the guidelines which clearly provide the necessary management skills for stroke patients. The guide contains the recommendations for language and speech therapy. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLEP. gov encourages a cooperative and positive understanding of the significance of language access to federally assisted and federal conducted programs. Lingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaThis site explains the factors that make people more prevalent to aphasia. The most common cause is stroke while other symptoms include some neurological conditions, brain tumors, and head injuries. However, the disorder can occur to people of all age brackets, nationalities, races and genders. Moxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. The article is about the report from an examination carried out between Spanish Latinos and English speakers. The English examination was administered to test their fluency. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. The book reveals that there is a relationship between stroke-induced aphasia and ageing. Old people suffering from stroke are more susceptible to the condition. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. The book define primary progressive as a focal disorder characterized by gradual and isolated disbanding of language function. The condition starts with anomia, proceeds to impair of grammatical structure finally difficulty in semantics. National Aphasia Association (2011). www.aphasia.orgIts is a non-profit organization that praises research, public education, support and rehabilitation services to aphasia patient and their families. National Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmClearly explains the causal effects of this disorder, the symptoms as well as the relationship between stroke and aphasia. National Stroke Association. (2008). http://www.stroke.orgIt is a non-profit organization that helps with research, education and services to the aphasia patients as well as their families. National Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. These guidelines explain the appropriate therapy for language and speech. They are guidelines to the clinicians for easy identification of the aphasia stage in order to prescribe appropriate treatment. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. The network aims at enhancing the implementation of appropriate treatment in stoke care all over New Zealand by improving the expertise of stroke physicians as well as maximizing their effectiveness. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. The book explains the causes, determining factors and recovery methods of aphasia. Stroke is the major contributing factor. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. The book recommends the recovery procedure for people suffering from post-stroke aphasia. Predictive factors are challenging due to their constant variability making prognosis of aphasia recuperation troublesome. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. The book highlights the progressive stages starting with initial to the aphasia stage. It clearly explains aphasia as a communication disorder. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. These guidelines provide the recommendation for the appropriate care attention to the aphasia patients. The guide explains suitable therapy for speech and language. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. This approach is used as a rehabilitation method to the people suffering from aphasia. It explains its effectiveness and how to understand the patient response after application of this method. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. The book clearly outline different approaches towards aphasia recovery and treatment. The clinicians should be well endowed with expertise to treat this disorder. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. These guidelines provide the recommendation for appropriate treatment for aphasia. The guide also provide the necessary therapy for speech and language. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comHighlights different methods of dealing with this disorder. It poses difficult to prescribe appropriate treatment due to variability of this condition, thus doctors are required to understand different methods of treatment. Management of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. There should be good management of people suffering from aphasia. Cultural diversity is one of the challenges. People should not be discriminated against due to condition, race, religion or any other factor. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. This is a non-profit organization that fights for the rights of people with disabilities. It not only provide support in terms of funding, but also in educating and advising affected people. Source document

How to Revise Your Paper for Clarity

How to Revise Your Paper for Clarity Writing and revising a paper is a time-consuming and messy process, and this is exactly why some people experience anxiety about writing long papers. It’s not a task that you can finish in a single sitting- that is, you can’t if you want to do a good job. Writing is a process that you do a little bit at a time. Once you come up with a good draft, it’s time to revise. Ask yourself the following questions as you go through the revision process. Does the Paper Fit the Assignment? Sometimes we can get so excited about something we find in our research that it sets us off in a new and different direction. It’s perfectly fine to veer off in a new direction, as long as the new course doesn’t lead us outside the bounds of the assignment. As you read over a draft of your paper, take a look at the directional words used in the original assignment. There is a difference between analyze, examine, and demonstrate, for example. Did you follow the directions? Does the Thesis Statement Still Fit the Paper? A good thesis statement is a vow to your readers. In one single sentence, you stake a claim and promise to prove your point with evidence. Very often, the evidence we gather doesn’t â€Å"prove† our original hypothesis, but it does lead to new discovery. Most writers have to re-work the original thesis statement so it accurately reflects the findings of our research. Is My Thesis Statement Specific and Focused Enough? â€Å"Narrow your focus!† You’re very likely to hear that many times as you progress through the gradesbut you shouldn’t get frustrated by hearing it time and again. All researchers have to work hard at zooming in on a narrow and specific thesis. It’s just part of the process. Most researchers revisit the thesis statement several times before they (and their readers) are satisfied. Are My Paragraphs Well-organized? You can think of your paragraphs as little mini-essays. Each one should tell its own little story, with a beginning (topic sentence), a middle (evidence), and an end (concluding statement and/or transition). Is My Paper Organized? While your individual paragraphs may be well-organized, they may not be well-positioned. Check to make sure that your paper flows from one logical point to another. Sometimes good revision starts with good old cut and paste. Does My Paper Flow? Once you make certain that your paragraphs are placed in a logical order, you will need to revisit your transition statements. Does one paragraph flow right into another? If you run into trouble with, you might want to review some transition words for inspiration. Did you Proofread for Confusing Words? There are several pairs of words that continue to vex the most accomplished writers. Examples of confusing words are except/accept, whose/who’s, and effect/affect. It’s easy and quick to proofread for confusing word errors, so don’t omit this step from your writing process. You can’t afford to lose points for something so avoidable!

The Effectivity of Peanut Meal essays

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Micro and macroeconomics Essay Example | Topics and Well Written Essays - 750 words

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